The Battle of the Languages part 1

• Engels
• Voortgezet speciaal onderwijs

Battle of the Languages

Part 1

Teaser: trailer William the Conqueror (film; 1.21min)

The Battle of the Languages

Lesson 1	historical context ; note taking; language & social class
Lesson 2	note taking & summaries; loan words
Lesson 3	note taking & summaries; prefixes
Lesson 4	recap; suffixes
Lesson 5	test writing assignment

Structure of lesson series

Teacher may also want to point out when these lessons will be scheduled (in a row, once a week etc)

Teacher explains adjustments (on the fly) due to COVID-19.

 Learning objectives - Part 1:

- Students can use a dictionary.
- Students can use prior knowledge.
- Students can take notes using the Cornell method.

- Students can reflect on work and give feedback to peers.

- Students can explain the impact of influential immigrants on a language

The Battle of the Languages

Lesson structure:

1. retrieve prior knowledge on historical context = William the Conqueror & feudal system
2. note taking & writing summaries
3. linking language (variations) to social class

• underline / mark key words
  
• Cornell method
• Outline method
• Mapping; mindmap, wordweb etc
  

note taking

Teacher checks if students use one of these methods.

Teacher points out this series uses Cornell.

Teacher explains why note taking + summaries are important skills to gain.

(3.24min)

note taking

Asks class who has heard of Mordor or use the LessonUp mindmap slide (see next slide).

If students lack the necessary knowledge briefly (appr. 2 minutes) have them look some up on the internet (using mobile phones), preferably in pairs but individually is also an option.

Name some elements/characteristics of Mordor?

Make sure the following topics are mentioned; Sauron, tower, Orcs, Nazgul, Trolls, (Mount Doom) and accessibility (hard to walk into, enclosed by three mountain ranges and the Black Gate).

If students lack the necessary knowledge briefly (appr. 2 minutes) have them look some up on the internet (using mobile phones), preferably in pairs but individually is also an option.

note taking

Teacher explains components:

1. Title = Mordor = main subject

2. Notes = key words listed

3. Cues = study questions / test questions (paragraph subjects??)

4. Summary = 2 or 3 sentences including main points

note taking

https://youtu.be/eS-8yHGzqgE

individual

Take notes while watching the video feudal system

Cornell form (WB p. 7)

none

10 min

Class check (= revision) + preparation summary

Read your notes & edit (if necessary).

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation

Who: in pairs = collaborative learning = differentiation

Class exercise:

Collaboratively fill in the Cornell form on digital board/white board.

(If lesson is remote use slide after next assignment)

note taking - exercise 2:

in pairs

Copy missing elements historical context from digital board + asses classmate's work (tip/top)

Cornell form (WB p. 7) + tip/top (WB p. 8)

none

5 min

Preparation summary

Read revised form + feedback & ask questions if things are not clear.

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

Teacher = coach => scaffolding & differentiation

Who: in pairs = collaborative learning

Skip this exercise if lesson is given remote.

note taking

Use this slide for remote lesson.

Historical context:

Receive:	Social class:	England:	Language:	Give:
				Land (for their services in conquering England)
		Norman French nobility
	Knights / Vassals
			Old English

Recap on historical context.

Teacher may want to ask students if they know when this king 'William the Conqueror' won the Battle of Hastings (14th October 1066) (= linking teaser to feudalism)

Teacher should focus on language spoken and feudal tier + necessity .

Which language, do you think, won? Support your answers with examples.

Do:

Homework activity 1 (WB p. 9)

Homework

Teacher checks learning objectives prior lesson.